Analyze individuals, event and ideas effect each other
Determine figurative, connotative and technical meaning
Analyze impact of of word choice on meaning and tone
Analyze structure and how it effects development of ideas
Determine POV
Determine how an author distinguishes his position
Compare and contrast a text to a media version
Analyze how the media effects meaning
Suggested Reading:
'Ask dr. dig"
"Legacy of the Aztec" by Michael Smith
"A Remarkable Find" by Robert Pickering
"Buried Treasure" by Paul Coco
"The Grandest Roads" by Carolyne Gard
"The seach for Inca Mummies" by Johan Reinhard
Summative Assessment: in the style of the current state testing done in conjunction with Social Studies.
Understand development, organization, style, task, purpose and audience
Use planning, revising, editing and rewriting techniques
Utilize peer and adult critique
Use technology to produce and publish writing
Cite and link sources
Use evidence from literary and informational text to support writing
Ability to write for extended periods of time on a range of topics and for different audiences and purposes
Introduce a topic clearly by previewing
Organize ideas, concepts and information
Use definition, classification, compare/contrast and cause/effect
Include graphics, headings and multimedia
Develop topic by using facts, definitions, details, quotations and examples
Use appropriate transitions
Use precise and domain-specific vocabulary
Maintain a formal style
Provide a concluding statement
Gather information from print and digital sources
Use search terms effectively
Assess the credibility and accuracy of sources
Quote and paraphrase
Provide citation
1. Task Definition: Use of graphs, interest surveys, KWL, etc
2. Information seeking strategies: OPAC, Infohio, databases, Google Scholar, Websites
3. Location and Access: Evaluation of sources, plagerism, citation
4. Use of information: paraphrase, summarize, creative commons
5. Sythesis: Prezi, PPT, Moviemaker, website creation, Publisher, glogster,
6. Evaluation
Essay on an aspect of Incan, Mayan, Aztec, Chinese of Japanese culture. ( Students choose according to their interest. Ex. Art, music, sports/games, literature, wars, science, religion etc.)
SL.7.1, SL.7.5, SL.7.6
SL.7.2
SL.7.4
Engage in effectively in a range of collaborative discussions
Refer to evidence from researched and read materials during discussions
Follow discussion protocols
Modify views when warranted
Include multimedia elements to clarify and emphasize
Demonstrate command of formal English
Analyze main ideas and supporting details from diverse media and formats
Explain how ideas clarify a topic, text or issue
Present claims and findings in a focused and coherent manner
Use descriptions, facts, details and examples
Use appropriate eye contact, adequate volume and clear pronunciation
Participate in Peer Response groups using various protocals.
Participate in Panel discussions or modified debates
Use discussion protocols such as: The last Word, Think-Pair-Share, Round Robin, Token Talk, Play the Color (Roles included below) Neutrality (White): Asks Questions. Given the available information, what are the facts? Feeling (Red): Responsible for instinctive gut reactions or statements of emotional feeling (but not any justification). Negative judgment (Black): Seeks mismatches in the discussion by applying logic and identifying flaws or barriers. Positive Judgment (Yellow): Seeks harmony in the discussion by using logic to identify benefits. Creative thinking (Green): Keeps the conversation going through statements of provocation and investigation. The Big Picture (Blue): Often used by the discussion facilitator, who sets the objectives, keeps the group on task, and sets new objectives.
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Present Research using: Prezi, Movie Maker, glogster or other types of digital media.
L.7.1,
L.7.2,
L.7.3,
L.7.4,
L.7.5,
L.7.6
Demonstrate command of standard English grammar
Explain the function of phrases and clauses
Choose different sentence structures to show relationships (ex. Compound, Complex)
Place phrases and clauses within sentences
Recognize and correct misplaced and dangling modifiers
Demonstrate command of standard English capitalization, punctuation and spelling
Use a comma to seperate coordinate adjectives
Choose language that expresses ideas precisely and concisely
Determine or clarify meaning of unknown or multiple meaning words
Use multiple strategies to define and claify meaning of words
Use context as a clue to the meaning of a word or phrase
Use common Greek or Latin arrixes and roots as clues to meaning
Consult general and specialized reference materials to find pronunciation and clarify meaning
Demonstrate understanding of figurative language
Interpret figures of speech in context
Use the relationships between words to understand each of the words
Distinguish among the connotations of words with similar denotations
Aquire and use grade-appropriate words and phrases
Aquire and use domain specific words and phrases
Revision and Deep Revision techniques
Example:
Students rewrite narrative in a different point of view.
Students identify all passive verbs in narrative and change to active.
Students rewrite narrative from a different perspective.
Students identify overused words and use a thesarus to improve their word usage.
Students identify any uses of idiom, cliche, analogies, allusions and other figurative language in their writing. Ask them to say rewrite without using figurative language and then make a determination which is better.
Empires of Asia and the Americas
China, Japan, Maya, Aztec, Inca
The Big Idea:
RL.7.2,
RL.7.3,
RL.7.4,
RL.7.5,
RL.7.6,
The Kite Rider by Geraldine McCaughrean
Quiz, Ticket-out-the door, Quick write, Survey, Likert scale, observation, QAR
RI.7.2,
RI.7.3,
RI.7.4,
RI.7.5
RI.7.6,
RI.7.7
- Cite textual evidence to:
Analyze explicit meaningSupport inferences
'Ask dr. dig"
"Legacy of the Aztec" by Michael Smith
"A Remarkable Find" by Robert Pickering
"Buried Treasure" by Paul Coco
"The Grandest Roads" by Carolyne Gard
"The seach for Inca Mummies" by Johan Reinhard
W.7.5,
W.7.6,
W.7.7,
W.7.9, W.7.10
W.7.2,
W.7.8,
2. Information seeking strategies: OPAC, Infohio, databases, Google Scholar, Websites
3. Location and Access: Evaluation of sources, plagerism, citation
4. Use of information: paraphrase, summarize, creative commons
5. Sythesis: Prezi, PPT, Moviemaker, website creation, Publisher, glogster,
6. Evaluation
SL.7.2
SL.7.4
- Participate in Peer Response groups using various protocals.
- Participate in Panel discussions or modified debates
- Use discussion protocols such as: The last Word, Think-Pair-Share, Round Robin, Token Talk, Play the Color (Roles included below) Neutrality (White):
>Asks Questions. Given the available information, what are the facts?
Feeling (Red):
Responsible for instinctive gut reactions or statements of emotional feeling (but not any justification).
Negative judgment (Black):
Seeks mismatches in the discussion by applying logic and identifying flaws or barriers.
Positive Judgment (Yellow):
Seeks harmony in the discussion by using logic to identify benefits.
Creative thinking (Green):
Keeps the conversation going through statements of provocation and investigation.
The Big Picture (Blue):
Often used by the discussion facilitator, who sets the objectives, keeps the group on task, and sets new objectives.
L.7.2,
L.7.3,
L.7.4,
L.7.5,
L.7.6
Example:
Students rewrite narrative in a different point of view.
Students identify all passive verbs in narrative and change to active.
Students rewrite narrative from a different perspective.
Students identify overused words and use a thesarus to improve their word usage.
Students identify any uses of idiom, cliche, analogies, allusions and other figurative language in their writing. Ask them to say rewrite without using figurative language and then make a determination which is better.